Development of MATTERED (modul of heat and temperature based on android) for senior high school

Physics is one of the subjects considered troublesome and unique by understudies, so it requires learning media to be able to get the concept of physics. This study points to create a learning module, to be specific MATTERED on Android-based Temperature and Heat for high school understudies. MATTERED is an android-based interactive module with respect to the concept of temperature and heat which is created within the frame of interactive multimedia. This research design uses Research & Development (R&D). MATTERED wasat that point created and approved by material specialists and media specialists, and tried on physics instructors and 90 understudies of class 11th grade in three high schools within the city of Surakarta, Central Java, Indonesia. Based on the comes about of the approval by the material and media master validator, a score of 87.44% was gotten, and the MATTERED trial on instructors and students each obtained a score of 95.03% and 96%, where all appraisals were included within the exceptionally great category. Based on this, it demonstrates that MATTERED is doable to be utilized in learning physics in class for students of class 11th grade.

THE USE OF WEB-SERVICES AND APPLICATIONS IN FORMING MEDIA LITERACY OF FUTURE JOURNALISTS

This research paper exposes functional features of the existing applications that are worth including in the journalism educational programs. Such inclusion will pursue the purpose of teaching media literacy to junior university students (namely, freshmen and sophomores) along with designing the Google browser AntiSepar Application. The application has been tested in practice by students majoring in journalism studies. The paper also sets the preconditions of the application’s technical tasks that were elaborated within the framework of the research project “Tools of asymmetric response to hybrid aggression in the humanitarian field” carried out at the Department of Publishing and Editing (Publishing and Printing Institute) at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine. The designed questionnaire completed by university trainees has confirmed the efficacy of the developed system which can be a helpful tool for analyzing media content on a variety of topics (100 respondents filled out a survey). Additionally, during distant group discussions and practice sessions, senior journalism students were offered a more sophisticated algorithm of information processing worked out with the help of the automated systems of wavelet data analysis. A few media-cases were analyzed to work out the main schemes of information processing through InfoStream and Attack Index services. The second part of the research contains the results of the survey, conducted among the Master’s degree students (64 students were interviewed). Finally, the authors concluded that the application of these tools makes it possible for media specialists to monitor news streams and their interconnections as well as the sources of information dissemination with ease and efficacy.

Information and computer technologies in media specialist preparation

New information and computer technologies transform the social interaction and impose new demands for skills and thinking upon media specialists. The aim of this study is to determine the most effective set of information technologies, which can help media specialists develop competencies and thus stay competitive in the labor market. The research methodology is based on the overview of case studies concerning issues such as technology trends, human capital, and talent competitiveness. The qualitative analysis was performed in three phases – overviewing case studies, distinguishing trends and problem-solving. Analyzing data on skill supply and demand, the key skills needed to succeed in the workplace were identified. The results of the three-phase research revealed that the most important competencies needed to be in demand today are technology literacy, stress tolerance, and big data skills. The major finding of this study is that a media specialist needs to focus on learning throughout his life and gain hard and soft skills in the process.

School library media specialists: An evolving profession in a pandemic

In March 2020, Michigan’s school library media specialists, along with the entire educational community, found themselves facing unprecedented challenges brought by the disruption of the COVID-19 pandemic. As learning shifted online, the roles of school library media specialists shifted as well. Three southeast Michigan school library media specialists were interviewed to obtain their perspectives regarding the adaptation to distance learning, as well as how they predicted educational practices will evolve going forward. The educational practices of learning commons, guided inquiry, co-teaching, and information literacy were found to be particularly valuable during the shift to distance learning. The increased dependence on these practices during the pandemic will likely result in increased implementation of these practices when face-to-face learning resumes.

An Interdisciplinary Model for Assessing Learning

During the 1994-95 school year the Kansas Association of School Librarians Research Committee conducted a literature review and held a two-day summer institute to develop an interdisciplinary model for assessing learning across the curriculum. Participating were teachers, administrators, library media specialists, and Kansas State Board of Education curriculum specialists. During the 1995-96 school year the committee presented the model to teachers and library media specialists at professional meetings and workshops for reactions. The model has been revised and is being tested in Kansas schools during the 1996-97 school year. The model is based on the “Big Six” model for information problem-solving by Eisenberg and Berkowitz (1990) and is derived from an analysis of Kansas content standards for language arts, social studies, mathematics, science, reading, and library media. The model divides student assignments in these six subject areas into five parts, using terminology from the standards for each subject. Rubrics have been developed for each of the five parts of an assignment. This paper will recount development of the model, delineate elements of the model, reveal preliminary findings of the current research project which tests the model, and discuss implications for implementing the model.

Professional Training for Media Specialists, School Librarians, and Teacher-Librarians: A Program Proposal

Programs to prepare librarians and information professionals of all types often begin with on-the-pb training of volunteers, students, and paraprofessionals who go to work in a library while they are in school or as part-time of full-time employment when such non-professional jobs are available. On-site training is not unusual. In early days of libraries, librarians were often trained through an apprentice-type program. The newest methods for training librarians include an expansion of a tried and true 'distance' plan, the 'corspondence' course method where lessons were mailed to the students and the responses returned to the instructor through the mail. The newest form of 'mail' is now electronic. In addition, students are able to 'attend' classes through electronic transmission in a variety of formats. This paper traces the beginning of a distance education program at a single institution and highlights the rapid expansion because of an acute need for school librarians. It details the plans for the future which has a forecase for exchange of teachers and students via distance education between sites throughout the world.

Images of Poverty in Contemporary Realistic Fiction for Youth: Preliminary Results of a Content Analysis Using a Social Psychological Conceptual Framework

This preliminary study of 20 contemporary realistic fiction books for youth in middle school and above, analyzed images of poverty using a framework adapted from Leahy (1981, 1983). Findings indicate that, as a whole, the books in this sample rely on concrete images of poverty and do not adequately represent current demographic data for people living in poverty in the United States. The paper concludes with suggestions for how teachers and school librarians/media specialists can use these books with students.

Building Understanding of the Information Search Process Through Student Journal Writing

How is information transformed into knowledge? As library media specialists, our challenge is to help young people move from mechanics to meaning making in the information search process. This qualitative research study examined how journal writing reflected both the cognitive understandings and the affective expressions of students as they progressed through assigned research projects. The investigation, which was conducted at two elementary schools in Hawaii, also addressed how journal writing influenced modifications made in library instruction and how the journals affected librarians' one-on-one interaction with students. Research methodology employed, related studies examined, and findings discovered are described in this paper.

Knowledge Building Through Multiple Literacy Learning

In the 'knowledge society' increasing emphasis is being placed on independent, resource-based and technology-based inquiry learning. This learning process requires teacher librarians/library media specialists and their teaching teams to have access to an expanding range of curriculum information and teaching/learning methodologies. An outcomes approach to learning in regard to a sequential, developmental and progressive learning of information literacy skills within an information processing framework has been on the agenda and actively pursued by teacher librarians/library media specialists for more than a decade. In addition, teacher librarians/library media specialists have embraced information and communication technologies (ICT) as a means to extend the information literacy skills of their learners. An information skills framework becomes the backbone and 'vehicle' through which learners are able to demonstrate what they know and can do within an outcomes-based curriculum. This inquiry approach is the 'linch-pin' across the curriculum. Combine this with a recognized information skills, and information and communication technology (ICT) continuum, one has the beginnings of a progressive and development outcomes curriculum, which works on increasing levels of sophistication and complexity of tasks. In planning a unit of work the information skills framework provides the backbone to sequence the learning activities according to an inquiry-based approach. The tools and methodologies one uses to activate learning within this framework encourages and fosters the development of information literacy attributes and provides opportunity to engage in ICT skills development. School based planning of information literacy in conjunction with an outcomes approach to the curriculum facilitates an informative reporting process for students, as well as parents, as learners continue the journey through lifelong learning in the 'knowledge society'.

School Media Programs and Middle Grades Science Achievement: Results of a Study Performed in Michigan, USA

This paper describes a research study, completed in late 2004, in which the researcher examined the relationship between school media programs and science achievement in grade 8 students in Michigan schools. This paper reports the results of a mixed method sequential explanatory study undertaken to uncover the connection between school media programs and science achievement as well as the factors present in the relationships between school library media specialists and science teachers that encourage student achievement on state-mandated standardized tests.